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Enterprise and Learning Committee Support for People with Dyslexia in Wales

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Enterprise and Learning Committee Support for People with Dyslexia in Wales Enterprise and Learning Committee Support for People with Dyslexia in Wales July 2008 An electronic copy of this report can be found on the National Assembly’s website: www.assemblywales.org Committee Service Dr Kathryn Jenkins – Committee Clerk Daniel Collier – Deputy Committee Clerk Michael Lewis – Committee Support Officer Members’ Research Service Anne Thomas – Committee Specialist Further hard copies or copies of alternative formats of this document can be obtained from: Enterprise and Learning Committee Committee Service National Assembly for Wales Cardiff Bay CF99 1NA Tel: 029 2089 8018 Fax: 029 2089 8021 Email: [email protected] Enterprise and Learning Committee Support for People with Dyslexia in Wales July 2008 Enterprise and Learning Committee Gareth Jones Chair Aberconwy Christine Chapman Jeff Cuthbert Andrew R T Davies Cynon Valley Caerphilly South Wales Central Huw Lewis David Melding Sandy Mewies Merthyr Tydfil South Wales Central Delyn and Rhymney Janet Ryder Kirsty Williams North Wales Brecon and Radnorshire Chair’s Foreword When the Enterprise and Learning Committee was established a year ago, Members committed to break new ground in planning and undertaking their work. We wished to place the citizens of Wales at the heart of our cross- cutting, non-partisan scrutiny and work in more open and flexible ways in examining evidence. This report is our first attempt at achieving that. Last July the Committee elected a Rapporteur Group to undertake an inquiry into the support for people with dyslexia in Wales. Four Members were elected to carry out the work: Alun Cairns; Jeff Cuthbert; Janet Ryder; and Kirsty Williams. The meetings and visits listed in Annex A are testimony to their commitment. The report contains ten recommendations. If they were to be accepted and implemented they would make a significant difference to children and adults in Wales who are coping with reading, spelling and writing difficulties. The report notes the need for a standard definition to achieve greater consistency in screening and assessment, and especially the need to assess children as early as Year 2 and to provide additional support. The Welsh Assembly Government should collect detailed and accurate data on the prevalence of dyslexia in school children; including data on the characteristics of those with dyslexia and data on the length of waiting times for individual children to have an appointment with an educational psychologist. The group has made recommendations with regard to training teachers and other school staff and about ensuring that screening, assessment and support for dyslexia should be equally available in both Welsh and English and that the Welsh Assembly Government should make additional resources available to meet the demand. The group learnt about a number of programmes and interventions which had clearly benefited those trying to cope with dyslexia and recommends that an independent research project should be commissioned to evaluate them. In particular, the group recommends that the Government commissions a pilot study of Fast ForWord®. I wish to thank most warmly those who contributed to the work of the group and to this report – all those individuals and organisations who took the time to give us the benefit of their expertise and advice, and to those who discussed their experiences with the group so openly. I also wish to express appreciation of the support the Committee received from the Committee Specialist and clerking team. I anticipate that our report will be warmly received and widely read. I commend it to the Assembly and to the Minister for Children, Education, Lifelong Learning and Skills. I look forward to receiving her response in due course. Gareth Jones AM Chair, Enterprise and Learning Committee July 2008 The Dyslexia Rapporteur Group Members of the Dyslexia Rapporteur Group from left to right: Janet Ryder AM, Alun Cairns AM, Jeff Cuthbert AM, and Kirsty Williams AM Contents Page 1 1. Introduction 3 2. Defining Dyslexia 10 3. Theories about Dyslexia 14 4. Early Identification of Difficulties with Reading, Writing and Spelling 5. Accurate Statistics on Dyslexia 17 6. A Trained Specialist Teacher in Every School / Dyslexia 19 Friendly Schools 7. Welsh Medium Resources 25 8. Types of Support Available 27 9. The Need for an Independent Evaluation Study 40 10. Summary of Recommendations 46 Annex A: Activity of the Dyslexia Rapporteur Group 51 Annex B: Useful websites 53 Annex C: Policy in England 57 Annex D: The Welsh Assembly Government Reference Group 59 for Specific Learning Difficulties Annex E: The Scottish Parliament’s Cross Party Group on 61 Dyslexia 1. Introduction In its inaugural meeting of 11 July 2007, the Enterprise and Learning Committee resolved to establish a cross party rapporteur group to consider approaches to the treatment of dyslexia in Wales. The membership of the group was: Alun Cairns AM; Jeff Cuthbert AM; Janet Ryder AM and Kirsty Williams AM. In its first informal meeting on 19 July 2007, the Dyslexia Rapporteur Group agreed the following Terms of Reference: To consider established, innovative and emerging approaches to the treatment of dyslexia, and to submit a report and recommendations on its findings to the Enterprise and Learning Committee by the end of the autumn term 2007. The group had 18 meetings and visits between August 2007 and April 2008, which included four informal meetings in Cardiff Bay with dyslexia support professionals; nine external visits, for example to a Dyslexia Friendly School, and two meetings with adults, children with dyslexia and their parents. During Dyslexia Awareness Week1 (November 2007), the Enterprise and Learning Committee heard evidence on dyslexia support from Professor David Reynolds, University of Plymouth, Professor Angela Fawcett, Director of the Centre for Child Research, Swansea University and Ann Cooke, 2 Dyslexia Unit, Bangor University. 1 Dyslexia Awareness Week: 5th to 11th November 2007 2 Enterprise and Learning Committee meeting, Record of Proceedings, 7 November 2007, http://www.assemblywales.org/bus-home/bus-committees/bus-committees-third1/bus-committees-third-els- home/bus-committees-third-els-agendas.htm?act=dis&id=65365&ds=11/2007 1 The Committee published an interim report on 12 December. The report was laid before the Assembly and recommended that the group continue its work and bring forward a final report when appropriate. A list of the activities undertaken by the Dyslexia Rapporteur group is attached in Annex A. The Dyslexia Rapporteur Group would like to thank everyone who sent information to them about dyslexia as well as the many people who made time to meet the Rapporteur Group in person. 2 2. Defining dyslexia The word ‘dyslexia’ comes from the Greek ‘dys-’, meaning difficulty with, and 3 ‘-lexia’, meaning words or language. One of the first issues to emerge during the group’s evidence gathering was the lack of a standard definition of dyslexia. Most witnesses agreed that dyslexia concerns reading, writing and spelling difficulties; some witnesses believe that these difficulties arise because of short-term memory deficiencies; others that it was due to poor phonological awareness; some identified sensory deficit; others a cerebellar deficit; and some believe that dyslexia is not a disease requiring treatment. The group heard evidence that the approach and criteria for assessment and testing varies in different parts of Wales. Scott Quinnell The Rapporteur Group met the ex-Wales rugby player, Scott Quinnell, who described his personal experience of dyslexia. Scott 4has also been quoted as telling the pupils of Ysgol Penweddig: "I used to hate school. I could not understand what teachers were trying to teach me. Teachers called me thick and stupid because they did not understand.” 3 Department for Children, Schools and Families, A Framework for Understanding Dyslexia, http://publications.teachernet.gov.uk/eOrderingDownload/AFDD2MIG236.pdf 4 BBC news website, http://news.bbc.co.uk/1/hi/wales/mid/6136182.stm and the Dyslexia Adults Link website http://www.dyslexia-adults.com/a65.html 3 "They would say I wasn't trying, but I just could not take in the information and retain it, and I couldn't understand why I could not remember." Quinnell recalled how he sat at the back of the classroom at school, unable to understand what was being written on the blackboard. He added that on occasions it would reduce him to tears. A parent who wrote to the Dyslexia Rapporteur Group recalled how she had described the difficulties experienced by her child both in English and in Welsh to an educational psychologist: “I told her he mixed up p and q, b and d and g. He read in a 'clunky' way. He was ok in Welsh but the problems really manifested themselves in English. (He uses u instead of y in some words and will leave out any double letters. However, most spelling in Welsh is easy so it's not such a problem. Also for reading all the letters sound the same every time which of course is not true for English.) His reading of small words has always been much poorer than that of longer words, I suspect as smaller words can be confused with many others ( at could be a, an, as etc) but a long word is more recognisable. Also I told her that he had just taken the lead role in . and he had memorised all the songs perfectly but he couldn't read those same words on 4 paper. The teacher said he missed out words when copying and got his numbers the wrong way round. She also said it was bothering him and that he was getting increasingly reticent about answering.” In his evidence to the Enterprise and Learning Committee,5 Professor David Reynolds helped to quantify the number of people with dyslexia: We are talking about a prevalence figure for dyslexia of the order of 10 per cent of the population, although, obviously, it would depend on exactly what the definition is.
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